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Types of Programs

 

   

Early Foreign Language Program Goals

Programs that are sequential, cumulative, continuous, proficiency-oriented, and part of an integrated K-12 sequence

Program Type

 

Percent of Class Time Spent in Foreign Language per Week

 

 Goals
Total Immersion
Grades K-6		   50-100%
(Time is spent learning subject matter taught in foreign language; language learning per se incorporated as necessary throughout curriculum.)		  
  • To become functionally proficient in the foreign language.
  • To master subject content taught in the foreign langues.
  • To acquire an understanding of and appreciation for other cultures.
         
Two-Way Immersion
Grades K-6

(Also called two-way bilingual, dual language, or developmnetal bilingual education)		   At least 50%
(Time is spent learning subject matter taught in foreign language; language learning per se incorporated as necessary throughout curriculum. Student population is both native speakers of English and of the foreign language.)		  
  • To become functionally proficient in the language that is new to the student.
  • To master subject content taught in the foreign language.
  • To acquire an understanding of and appreciation for other cultures.
         
Partial Immersion
Grades K-6		   Approximately 50%
(Time is spent learning subject matter taught in foreign language; language learning per se incorporated as necessary throughout curriculum.)		  
  • To become fuctionally proficient in the language (although to a lesser extent than is possible in total immersion).
  • To master subject content taught in the new language.
  • To acquire an understanding of and appreciation for other cultures.
         
Content-Based FLES
Grades K-6		   15-50%
(Time is spent learning per se as well as learning subject matter in the foreign language.)		  
  • To acquire proficiency in listening, speaking, reading, and writing the foreign language.
  • To use subject content as a vehicle for acquiring foreign language skills.
  • To acquire an understanding of and appreciation for other cultures.
         
FLES
Grades K-6		   5-15%
(Minimum 75 minutes per week, at least every other day.)
Time is spent learning language per se.		  
  • To acquire proficiency in listening and speaking (degree of proficiency varies with the program).
  • To acquire an understanding of and appreciation for other cultures.
  • To acquire some proficiency in reading and writing (emphasis varies with the program).
       
Programs That Are Noncontinuous and Not Usually Part of an Integrated K-12 Sequence
       
FLEX
Grades K-8

(Frequent and regular sessions over a short period of time or short and/or infrequent sessions over an extended period of time.)		   1-5%
(Time spent sampling one or more languages and/or learning about language -- sometimes taught mostly in English.)		  
  • To develop an interest in foreign languages for future language study.
  • To learn basic words and phrases in one or more foreign languages.
  • To develop careful listening skills.
  • To develop cultural awareness.
  • To develop linguistic awareness.
       
Reprinted from LANGUAGES AND CHILDREN: MAKING THE MATCH by Curtain and Pesola, Copyright © 1994, 1998 by Longman Publishing Group.